教    案
授课教师
授课对象
Senior 1 students
授课课题
Unit4 Earthquake  Listening&Speaking Class
授课时长
45 min
教学方法
PWP teaching approach
教学目的
与要求
By the end of this class, the students will be able to：
1. Language knowledge :
1）Know some situations about San Francisco earthquakes.
2）Master some words about earthquakes(crack, cut across, fall down)
2.Ability objects:
1)Train Ss’ listening, note-taking and oral expression abilities.
2)Learn to predict listening content and capture the key points while listening.
3)Master the basic rules of liaison and incomplete explosion.
3.Emotional objects:
1)Overcome the fear of the earthquake and learn some survival skills during the earthquake.
2)Feel the power of our nation's post-disaster reconstruction efforts.
4.Learning strategies:
1)Utilize network to search and screen information.
2)Learn to learn individually and cooperatively.
教学内容
1. Using Language -Listening(1/2/3/4)- Page31
2. Work book-Speaking Task-Page67
教学重点
Make Ss :
1.Learn to use the previous knowledge to predict listening content.
2.Master some words about earthquakes(crack、cut across、fall down）
3.Taking notes while listening and express fluently.
4.Utilize network to search and screen information.
教学难点
Make Ss master the basic rules of liaison and incomplete explosion.
教学用具
PPT，blackboard
教材名称
New Senior English(2004) for China Student's Book 1
参考书目

教学过程
备注
Step I:(4 min)Warm-up & Lead-in
1.T: Show some pictures about the Sichuan earthquake with a song-
《让世界充满爱》
2. T ask Ss : 1.How do you feel?
  Ss: …
3. T: What other earthquakes do you know ?
Ss: Tangshan and San Francisco
Design purpose:  To exaggerate class atmosphere, arouse Ss’ learning interest and lead to the topic of earthquake.
Step II:(4 min) Pre-listening
1.T: Show some words about earthquake with pictures ( crack, cut across, fall down), enable Ss to grasp these words and teach them how to read .
Ss: Read these words after tape.
2.Briefly introduce the San Francisco earthquake.
3.T: Let Ss try to predict the answer of Part 2:
Part 2：True or False
1)The man was sleeping downstairs when the earthquake happened.
2)Many huge buildings were shaking - bricks were falling.
3)A lot of people were buried under the ruins.
4)Some cows were killed in the fires.
5)He felt safer because he got away easily.
Ss: According to the previous knowledge, try to predict the answers.
Design purpose:
1.To learn some words and the background that relate to new content, help Ss to understand listening material easily.
2.Prediction help Ss to acquaint with the listening materials, stimulate previous knowledge.
Step III:(22 min) While-listening
1.T: Play a tape of Part 2. Have different Ss volunteer or invite them to answer, and help them try to explain the reasons.
Show the answers:(F/T/T/F/F) and ask Ss: Who did the most right answers?
Ss: Listen to the tape of Practice 2 and answer the questions.
2. T: Play the tape again, let Ss finish Part 3 by note-taking and discuss the answers in groups. Invite five Ss from different groups to answer the five questions in order, meanwhile, show the answers to each question on PPT.
Part 3：Listen to the tape again and write down your answers.
1)When did the earthquake begin?
-The earthquake began around 5 o’clock in the morning.
2)What did the speaker do after he woke up?
-The speaker rushed outside as soon as he woke up.
3)What did he see and hear outside?
-When he got outside he thought the world had come to an end. He heard people crying and shouting. He saw people running everywhere and bricks falling down from buildings. There were big fires too.
4)What happened to the man next to him?
-The man next to him was killed by bricks falling from a nearby building.
5)How did he get away from the city?
-He got away from die city by boat.
Ss: Listen to the tape and discuss in groups, then answer the questions.
3. T: Play the tape again and have Ss read after tape, meanwhile, analyze the answers of Part 3 by controlling the tape. Show the listening materials and invite two Ss to have a role-play, one act survivor, another act interviewer.
Ss: Practice the dialogue then have a role-play.
4. T: Repeat play a piece of tape, let Ss follow to read. Help Ss to capture the liaison and incomplete explosion in Part 4.
Write the two sentences on the blackboard and give a simple examples : made in China;
Sum up the simple rules. 
Ss: Follow the tape to read the sentence in Practice. Pay attention to the liaison and incomplete explosion.
Design purpose:
1. To train Ss’ team-work, listening and note-taking abilities.
2.To train Ss’ oral expression abilities, enable Ss to master the rules of liaison and incomplete explosion.
Step IV:(14 min)Post-listening ( Group work)
T: Let Ss discuss in groups “What would you take from the list below if the earthquake happened?” T show the chart on PPT to help Ss to understand.
bottle of water
Candles(蜡烛)
money
identity card
bowls and chopsticks
important papers
Food and chocolate bars
personal washing things
umbrella
book to read
torch (手电筒)
clothes
fruit
pen and paper
shoes
knife
radio
Scissors(剪刀)
computer
medicine
blanket
mobile phone
map
Pictures of family
Invite some Ss from different groups to give their choices and explain their reasons.
Ss:Discuss what would be taken in group and explain the reasons.
Design purpose:
1.To train Ss’nearby oral expression and team-work abilities.
2.To check Ss whether have  the basic survival skills and awareness.
Step V :(1 min) Homework
Utilize the internet to search the news about the Sichuan earthquake, such as: time, damage, rescue work（救援工作）, post-disaster reconstruction （灾后重建）and so on. Share your preparations with your classmates next class.
Design purpose:
To train the Ss’ abilities of network search and information screen， meanwhile, feel the power of our nation.
教学后记（反思）
Strong point: I improved Ss’ listening and speaking skills, helped Ss learn to predict the listening content and capture the key points.
Weak point: Classroom activities that I designed are fewer.
指导教师评语及评分
评分（百分制）：